Iranian Journal of Educational Research

en The Relationship of Personality Traits, Psychological Flexibility, and Curiosity with Cognitive Acceptance for Presenting a Structural Equation Model Educational Studies پژوهشي Original    Objective: This study aimed to examine the psychometric properties of the Cognitive Acceptance Questionnaire (Kromrey & Rose, 2016) using the Graded Response Item Response Theory (IRT) model and to evaluate a structural equation model predicting cognitive acceptance based on psychological flexibility, personality traits, and curiosity among university students. Methods: A cluster sampling method was employed across two phases, involving 491 participants for psychometric evaluation and 581 participants for structural equation modeling (SEM). Data were gathered using the Cognitive Acceptance Questionnaire, the Psychological Flexibility Scale, the 60-item NEO Five-Factor Inventory, and the Curiosity and Exploration Inventory. Analyses included content validity indices, IRT graded response modeling, classical test theory (CTT) metrics, marginal reliability, and path analysis. Results: Psychometric findings indicated satisfactory content validity, acceptable item parameters, appropriate factor loadings, high marginal reliabilities (<m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath><m:r>0.80</m:r></m:omath> to <m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath><m:r>0.90</m:r></m:omath>), and strong internal consistencies (Cronbach’s <m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath><m:r>=.790</m:r></m:omath>). Conclusions: The Cognitive Acceptance Questionnaire demonstrates robust psychometric validity and reliability under both CTT and IRT frameworks. Moreover, psychological flexibility, personality traits, and curiosity serve as vital determinants of cognitive acceptance.   <m:omath></m:omath><m:omath></m:omath><m:omath><m:r>α</m:r></m:omath> ranging from <m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath><m:r>.778</m:r></m:omath> to <m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath><m:r>.899</m:r></m:omath>). Structural equation modeling revealed that psychological flexibility, personality traits, and curiosity had significant positive relationships with cognitive acceptance at the 99% confidence level (<m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath><m:r>p</m:r><m:r><.01</m:r></m:omath>), with path coefficients of <m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath><m:r>.36</m:r></m:omath>, <m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath><m:r>.50</m:r></m:omath>, and <m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath><m:r>.17</m:r></m:omath>, respectively. The adjusted coefficient of determination indicated that <m:omath></m:omath><m:omath></m:omath><m:omath></m:omath><m:omath><m:r>79%</m:r></m:omath> of the variance in cognitive acceptance was explained by these predictors (Adjusted <m:omath><m:ssup><m:ssuppr></m:ssuppr></m:ssup></m:omath><m:omath><m:ssup><m:ssuppr></m:ssuppr></m:ssup></m:omath><m:omath><m:ssup><m:ssuppr></m:ssuppr></m:ssup></m:omath><m:omath><m:ssup><m:ssuppr><m:ctrlpr></m:ctrlpr></m:ssuppr><m:e></m:e></m:ssup></m:omath><m:omath><m:ssup><m:e></m:e></m:ssup></m:omath><m:omath><m:ssup><m:e></m:e></m:ssup></m:omath><m:omath><m:ssup><m:e><m:r>R</m:r></m:e><m:sup></m:sup></m:ssup></m:omath><m:omath><m:ssup><m:sup></m:sup></m:ssup></m:omath><m:omath><m:ssup><m:sup></m:sup></m:ssup></m:omath><m:omath><m:ssup><m:sup><m:r>2).</m:r></m:sup></m:ssup></m:omath> Psychological flexibility, cognitive acceptance, curiosity, personality traits, classical test theory, graded response item response theory 0 0 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-509-1&slc_lang=en&sid=1 Elham Ranjbari elham.ranjbari@iau.ir 10031947532846006153 10031947532846006153 No Ph.D. Candidate ,Department of Psychology , BA.C.,Islamic Azad University , Bandar Abbas, Iran Azita Amirfakhraei afakhraei2002@iauba.ac.ir 10031947532846006154 10031947532846006154 Yes Associate Professor,Department of Psychology , BA.C.,Islamic Azad University , Bandar Abbas, Iran Noushin Taghinejad Nooshin.taghinejad@iau.ac.ir 10031947532846006155 10031947532846006155 No Assisstance Professor,Department of Psychology , BA.C.,Islamic Azad University , Bandar Abbas, Iran